Example: responding to Pablo Picasso's Three Musicians through movement

Arts Education (2006)

Grade(s): 6 - 12

Dance:Level III

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6.) Create a dance utilizing multimedia technology.

Examples: recording images within a space to use as inspiration for the creation of movement, locating photographs on a Web site that depict images of conflict, creating dances with dance software, creating a visual presentation of scenery using computer software

Arts Education (2006)

Grade(s): 6 - 12

Dance:Level III

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7.) Evaluate a dance performance to determine performance skills displayed by the dancer.

Example: critiquing a professional or student performance

Arts Education (2006)

Grade(s): 6 - 12

Dance:Level III

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8.) Analyze a dance performance to determine the intent of the choreographer.

Examples: discussing the intent of a student choreographer, researching the intent of a master choreographer, analyzing program notes from a live performance

Arts Education (2006)

Grade(s): 6 - 12

Dance:Level III

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9.) Identify technological developments in the dance profession.

Examples: choreography computer software; interactively controlled video, sound, and light; live dance performances on the John F. Kennedy Center for the Performing Arts Web site

 Explaining how technological developments have impacted dance

Examples: using software programs for notating movement, incorporating multimedia software and hardware into live performances

Arts Education (2006)

Grade(s): 6 - 12

Dance:Level III

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10.) Perform partnered sequences with technical proficiency.

Examples: demonstrating leading and following in a cha-cha or supporting and balancing in pas de deux, illustrating equal responsibility for support in contact improvisation

Arts Education (2006)

Grade(s): 6 - 12

Dance:Level III

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11.) Compare correct body alignment in various dance techniques.

Example: hips leading in fall and recovery compared to hips remaining under shoulders for tombé pas de bourré

12.) Describe the impact of major personalities and historical factors on dance in the twentieth and twenty-first centuries.

Examples: explaining the importance of collaborations between Merce Cunningham,
John Cage, and Robert Rauschenberg; interpreting the impact of the events of
September 11, 2001, on current artistic works